Download or read book A Community College Study of Low income First generation African American Female Students and Persistence in Extended Opportunities Programs and Services EOPS written by Tangelia Alfred and published by . This book was released on 2011 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this quantitative study was to explore the persistence rates of first generation, low-income, African American female students involved in Extended Opportunity Programs and Services (EOPS) and CalWORKs. More specifically, the study compared persistence rates for such students in EOPS and CalWORKS. The literature review covered general aspects of community college student persistence theory that identified factors influencing attrition. Additionally, the literature review examined a wide range of support programs associated with retention and persistence practices of community college students. The study sought to find out the effect on persistence rates of EOPS students during a 6-year time period. Findings of this study did not support previous research that suggested EOPS students would have higher persistence rates. EOPS students did not complete more degrees within the 6-year time period than their CalWORKS counterparts. The results of this study suggests that community college administrators at the site from which data were drawn should: (1) Expand institutional research efforts by tracking the persistence rates of first-generation, low-income, African American female college students, because they are considered a significant part of the student population at Seaside Community College and (2) Complete a more comprehensive evaluation of services provided by the EOPS and Ca1WORKs programs to more fully assess what affects the persistence of students.

Download or read book Black Faculty Do It All written by Antione D. Tomlin and published by IAP. This book was released on 2023-04-01 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black Faculty Do It All: A Moment in The Life of a Blackademic is a work that creates space for Black academics or Blackademics to share their experiences navigating workspaces within higher education and their experiences as Black professionals. The primary goal of this book is to provide insight into Black faculty experiences told by Black faculty. While frequently, Black faculty can feel silenced within the academy, this book offers a platform for all Black faculty’s voices to be heard loud and clear. Contributing authors share advantages and challenges they experience as Blackademics and the impact these experiences have on their well-being and career trajectory. Moreover, the authors provide insight and advice on how current and potential Blackademics can succeed and thrive, even with all the barriers or obstacles they face. Contributing Blackacdemics collective has a wealth of knowledge and disciplines represented, expertise, position full-time and part-time, and years of experience in higher education. Additionally, authors also come from all over the United States. With this range of expertise and knowledge, authors also provide advice, strategies, and ways of being for institutions to support their Black faculty and for Black faculty to support themselves. Despite all the efforts with diversity, equity, inclusion, and anti-racist initiatives, Black faculty is still not okay (Tomlin, 2022). While many Black faculty have challenges in the profession, we are not suggesting that all Black faculty face the same issues. In fact, “the idea that all Black faculty would share the same experiences is a fallacy, and the insinuation is as dangerous as assuming that all Black people are the same” (Allen & Steward, 2022, p. 2). Moreover, this book serves as a space for contributing authors not to speak for all Black faculty but themselves. As editor and a Blackademic myself, I encouraged and pushed all contributing authors to stand in their Blackness unapologetically. This book is the outcome of Black faculty loving and supporting Black faculty. Higher education institutions, colleagues, and other stakeholders can learn a great deal from the narratives and experiences shared to look at the intentional recruitment, retention, and psychological well-being of Black faculty. Thus, Black Faculty Do It All: A Moment in The Life of a Blackademic is positioned to be a must-read for all higher education professionals, institutions, and stakeholders looking for strategies to do right back for Black faculty.

Download or read book Promoting Diversity Equity and Inclusion in Language Learning Environments written by Becerra-Murillo, Karina and published by IGI Global. This book was released on 2023-06-21 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusive pedagogy adopts the premise that all students are able to learn, and practitioners are prepared to help them reach this goal. Nonetheless, the COVID-19 pandemic has surfaced previously unknown circumstances that have prompted the field of language education to question whether the rushed changes and transfer to online learning environments supported diversity, equity, and inclusion (DEI). Even though inclusive pedagogy holds the potential to empower students and teachers, this matter may have been neglected in the turbulence of emergency remote teaching during the COVID-19 pandemic. Promoting Diversity, Equity, and Inclusion in Language Learning Environments shares research on how instructors and teacher educators integrate DEI in their instruction. It raises awareness of the experiences and challenges of DEI in language learning environments and understands how language educators draw upon DEI, their experiences, and student needs as resources in language teaching and learning. Covering topics such as culturally responsive teaching, postcolonial language classrooms, and vernacular experience, this premier reference source is a dynamic resource for administrators and educators of both K-12 and higher education, preservice teachers, teacher educators, instructional designers, policymakers, researchers, librarians, and academicians.

Download or read book The First Steps in the Journey written by Beth Ervin and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In fall 2013, California Community Colleges began to implement changes to the enrollment, or onboarding, process. These changes created a college enrollment process in which applicants to the state's community colleges complete several steps designed to create a foundation for student success, including orientation, assessment/placement, and academic counseling before enrolling in classes. Community colleges function as an accessible gateway to higher education, particularly for first generation, low-income students; however, concerns about the impact an increasingly complex community college enrollment process may have on vulnerable populations like first generation, low-income applicants prompted this study. Therefore, the purpose of this study was to examine the persistence patterns of first generation, low-income applicants through the California Community College enrollment process as implemented by Sierra College, a community college in Rocklin, California. This study also examined the assets and liabilities that either assisted or impeded these applicants' transition through this enrollment process. To describe these persistence patterns, four cohorts of first generation, low-income, first-time student applicants from fall 2013 through spring 2015 were identified and their rates of persistence through each of the four stages of the enrollment process were analyzed. This analysis showed a loss of applicants at each stage of the process and an overall rate of persistence for first generation, low-income first-time student applicants that is consistent with the rate of persistence for all applicants to Sierra College in the same enrollment cycle. The data also show a significantly lower rate of persistence in some cohorts in some stages for female applicants as compared to males, and for African American applicants as compared to non-African American applicants. In addition, six first-generation, low-income applicants in the fall 2015 cohort were interviewed for this study. These interviews allow for a discussion of the assets that these applicants capitalized upon to aid them as they navigated the Sierra College enrollment process; it also showed the challenges, or liabilities, that impeded these applicants' transition to college. Study findings reflect the literature that shows the importance of strengthening the support provided by a first-generation, low-income applicant's social, familial, and institutional support network. For example, summer melt research findings show the positive impacts of high school, college, and community support on persistence rates and applicants' experience of the transition to college (Castleman & Page, 2014b). Findings from this study show the potential opportunities to improve applicant persistence and to improve the first-generation, low-income applicant's experience of the enrollment process through effective connection to and increased support from institutional resources.

Download or read book A Study of African American Student Retention and Persistence at Los Angeles City College in Extended Opportunity Program and Services EOPS written by Kalynda Webber McLean and published by . This book was released on 2010 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Low income First generation African American and Latino Students Perceptions of Influencing Factors on Their Successful Path to Enrollment in a Four year College written by Gerard J. Rooney and published by . This book was released on 2008 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: ?Pub Inc This qualitative study utilized a grounded theory approach to understand first-generation students' perceptions of influences on their successful journey to a four-year college. Twenty low-income, first-generation, African American and Latino students, were interviewed in order to understand who or what influenced them in developing aspirations to college, and at the various stages of the college search and selection process. These students were the first members of their immediate family to attend college. Findings centered around five major influence areas: influences at home, influences at school, influences in the search and choice process, the continuing influence of cost of attendance, and the influence of courage as a necessary virtue for students who are the first members of their families to negotiate their path to college. The home environment provided students with expectation, support, and stability. Parents and/or grandparents were the primary influence for students in the development of an aspiration to attend college. Stability in their elementary and secondary schooling experiences was a contributing influence in their success. Their school environments provided guidance, structure, and recognition. The availability of guidance counselors was essential to the success of the students in making their way to college. Also, teacher recognition and an in-school focus on college preparation activities were key influences for students as they progressed toward college. Distance from home and cost of attendance were overarching considerations in a student's search for a particular college. The availability of a state grant led many students to consider only in-state colleges and universities. Many students considered going away to college as a natural part of the college experience. In the end, distance from home was a more important factor for Latina students and was generally more of an influence for female students than male students. Campus visits were limited to those colleges that provided visit opportunities, typically at no cost to the student. Selection of a particular college was almost universally determined by where students received the best financial aid package. Families seldom spoke of how they would pay for college until a decision had to be made about a particular school. Students expected to take a lead role in paying for college. Students felt ongoing confusion about how they would pay for college and expressed a lack of understanding about how much they and their parents were borrowing to attend college. Students ultimately were responsible for translating their parents' expectation into an aspiration to attend college. Their individual initiative and focus allowed them to progress through high school and prepare themselves for college. A sense of self-advocacy and personal motivation were important qualities that helped students get the necessary assistance they needed to achieve their destination: college.

Download or read book The Effectiveness of a Student Support Program in Mitigating for Community College Deficits written by Brandon Price and published by . This book was released on 2014 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined the degree to which Extended Opportunity Programs and Services (EOPS) was effective in mitigating student deficits in academic preparation, financial capital, and cultural capital in a community college district. Regression analyses were conducted to describe the effect student participation in EOPS had on student success in their coursework, student persistence, units earned, and cumulative grade point average. The analysis controlled for differences in gender, age, ethnicity, enrollment status (first-time student or first-time transfer) educational goal, academic preparation, parent or guardian education level, and economic status. The results of the regression analysis did not support the study hypotheses which contended that the EOPS participants in the study sample would outperform their peers with similar academic preparation, access to financial capital, and access to cultural capital in measures of course success, persistence, and cumulative units earned. However, the results of the regression analysis did indicate that participation in EOPS had a positive impact on cumulative GPA among economically disadvantaged students.

Download or read book Validation Experiences of Low income First generation Students in Community College written by Rachel M. Robinson and published by . This book was released on 2017 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: The issue of low degree attainment rates for low-income, first-generation students at the community college level remains a constant struggle for the higher education sector to overcome. While community colleges have been successful in providing access to higher education for millions of low-income, first-generation students, the persistence rates have not been so impressive. The aim of this study was to explore practices that can contribute to winning the endless battle higher education faces to improve persistence and degree attainment rates of low-income, first-generation students in community colleges. This qualitative, phenomenological research study examined low-income, first-generation students' perceptions of validation experiences in community colleges. Laura Rendon's Validation Theory was used as a framework to determine the role of validation in the community college experience of successful low-income, first-generation students. Faculty, staff, peers, and family members were all identified as individuals who helped students to feel validated. The findings revealed that students felt affirmed, engaged, and motivated to persist as a result of validating experiences during their time in community college. Validating experiences also caused the majority of the participants to feel satisfied with their overall community college experience.

Download or read book Support Systems and Services for Diverse Populations written by Crystal R. Chambers and published by Emerald Group Publishing. This book was released on 2011-06-01 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than identity politics, intersectionality regards the inability of institutional structures to remedy discrimination because of the intersection between social dynamics which are often discretely conceived. (Crenshaw & Dill, 2009). This book focuses on the subpopulation of Black female college students.

Download or read book Patterns of Academic Success for First Generation African American College Students written by Lolita King-Saulsberry and published by . This book was released on 2002 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Overcoming Educational Racism in the Community College written by Angela Long and published by Taylor & Francis. This book was released on 2023-07-03 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: Overall, nearly half of all incoming community college students “drop-out” within twelve months of enrolling, with students of color and the economically disadvantaged faring far worse. Given the high proportion of underserved students these colleges enroll, the detrimental impact on their communities, and for the national economy as a whole at a time of diversifying demographics, is enormous.This book addresses this urgent issue by bringing together nationally recognized researchers whose work throws light on the structural and systemic causes of student attrition, as well as college presidents and leaders who have successfully implemented strategies to improve student outcomes.The book is divided into five sections, each devoted to a demographic group: African Americans, Native Americans/American Indians, Latino Americans, Asian Americans and Pacific Islanders, and Caucasian students in poverty. Each section in turn comprises three chapters, the first providing an up-to-date summary of research findings about barriers and attainments pertaining to the corresponding population, the second the views of a community college president, and the final chapter offering a range of models and best practices for achieving student success.The analyses--descriptions of cutting edge programs--and recommendations for action will commend this volume to everyone concerned about equity and completion rates in the community college sector, from presidents and senior administrators through faculty and student affairs leaders. For educational researchers, it fills blanks on data about attrition and persistence patterns of minority students attending community colleges.ContributorsKenneth AtwaterGlennda M. BivensEdward BushCara CrowleyMaria Harper-MarinickJoan B. HolmesG. Edward HughesLee LambertCynthia Lindquist, Ta’Sunka Wicahpi Win (Star Horse Woman)Angela LongRussell Lowery-HartJamillah MooreChristopher M. MullinBrian MurphyEduardo J. PadrónDeborah A. SantiagoWei SongRobert TeranishiRowena M. TomanengJames UtterbackJ. Luke Wood

Download or read book A Phenomenological Study Examining the Experiences of First Generation Low Income and Students of Color in a First Year Experience College Course Related to Student Persistence and Retention written by Joanna White and published by . This book was released on 2019 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological qualitative study was to understand the experiences of underrepresented student populations (first generation students, students receiving federal financial aid and students of color) enrolled in First Year Experience (FYE) courses who then persisted to the following semester and remained enrolled at the college. The study examined students at a large, urban community college in central Connecticut and included 8 students as participants. The theories that guided this study were Astin's Theory of Involvement (Astin, 1999) and Tinto's Theory of Departure (Tinto, 1993). The central question for this study was: how do students describe their experiences in a First Year Experience course? A purposeful sampling of 8 students was used for the study. Data was collected by interviews, a focus group, and a questionnaire. Data analysis procedures were conducted based on Moustakas' (1994) modification of the Stevick-Colaizzi-Keen method. The results of this study confirmed the Theory of Involvement (Astin, 1999) as well as the Theory of Departure (Tinto, 1993. The participants in this study perceived that they had a very positive experience while taking FYE coursework and that the coursework helped them in regards to persistence and retention at the college. The content and experiences in the coursework helped form meaningful connections to resources and programs, which kept them engaged and enrolled at the college. These connections helped students overcome obstacles and barriers to their success as students.

Download or read book I m Staying written by Krystal Rena Dozier and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Greater focus is being placed on institutional accountability and how to become more responsive and improve persistence and retention among student groups that are historically underrepresented. One underrepresented student group is African American first generation college students (FGCS), or students who are the first in their family to attend college. Higher education literature on the demographics of FGCS, retention, and risk factors and protective factors to degree completion has identified these students as students from low-income families, students of color, students who are unprepared for college, and who struggle with how to navigate the college system. Unfortunately, social work researchers and educators have not placed a great deal of focus on aspects of student diversity specific to the retention of African American FGCS. The profession of social work has a primary mission of enhancing human well-being and meeting the basic needs of all people. In addition to this primary mission, social workers also seek to empower vulnerable and oppressed groups. By applying critical race theory (CRT) this dissertation conceptualizes the need for social work0́9s engagement in this area of research on African American FGCS, explores how the college experience (e.g., fair and equitable treatment, sense of belonging, concerns for safety, racism and discrimination) of African American FGCS impacts retention, and explores the role of social work faculty and program administrators as protective factors (i.e., social capital, mentors, aspirational capital) in retention of this student group. The application of critical race theory and social work perspective on risk and protective factors will address inequities in the institutional structure of higher education.

Download or read book Navigation of First generaton Low income First year College Students written by Amber S. Williams and published by . This book was released on 2015 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving educational opportunities for first-generation, low-income students is critical to the future of youth in the United States. First-generation, low-income students are less likely than their more affluent peers to pursue and complete college degrees (Harvey & Anderson, 2005). In 2012, 52% of students from low-income families enrolled in postsecondary institutions as compared to 82% of students from high-income backgrounds (National Center for Education Statistics, 2012). The data is clear: first-generation, low-income students are not completing college degrees despite the country's best efforts to improve the educational system. There are numerous benefits of having a college education including higher salaries, greater civic engagement, better health, and more satisfaction in life (Le, Mariano, & Faxon-Mills, 2013). College access programs have the ability to increase the rate of those attending college by providing first-generation, low-income students with academic and social services. Despite the large numbers of college access programs, there are gaps in the college access literature, particularly concerning program design and how students perceive their experiences in these programs (Le et al., 2013). This dissertation focuses on full-time, first-generation, low-income college students and how they negotiated their first years of college at a Midwestern, predominantly White institution, in one college access program. This qualitative study provides a unique viewpoint from both the perspectives of these successful first-generation, low-income students and from their perceptions of the Next Generation program, and further enhances the research on college access programs and college retention. College preparedness, strong social networks, and isolation were three themes that emerged from this study. Key findings include the need for college access programs to improve support for students in building powerful social networks and in creating strategies to overcome the psychological effects of being first-generation, low-income students. This research will be helpful to similar college access programs, as well as secondary and postsecondary institution administrators. It better informs federal and state education policy and furthers the conversation about college access programs and college retention.

Download or read book Low Income First Generation Community College Students written by Ramona Marie Muñoz and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Findings and Conclusions: An analysis of the interviews, focus groups, field notes and artifacts resulted in identifying three themes for this qualitative study. The themes included (1) Walking Two Roads, (2) Services Utilized to Overcome Barriers and (3) Giving Back and Coming Full Circle. A Native American lens was used when defining themes. Additionally, a comparison between the literature review and the research findings indicated that the most often touted mechanisms of retention are not required by most colleges and therefore, are not often used by LIFG community college students. Furthermore, the one resource all the participants cited as being helpful in their retention was the use of faculty, and yet, this was not a mechanism that was overly cited in the literature review.

Download or read book Experiences of African American Female First Generation College Students written by Ashley Green and published by . This book was released on 2015 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenology study was to gain a better understanding of the experiences of African American, female, first generation college students attending a large, predominantly White research university and to understand what motivates them. The major research question guiding this study was: How do African American, female, first generation college students (in good academic standing) describe their college experience? The researcher asked the participants to discuss their challenges, how they responded to challenges, sources of motivation, and factors that contributed to their success in college. Through individual, face to face, interviews with 10 African American, female, FGC students attending a large research university, participants described their college transition, and experiences. They explained how their collegiate experiences were shaped by pre-college occurrences, self-identity, parental influence and involvement, challenges, and affiliations with campus and community organizations. Five themes emerged: College Preparation, Parental Influence and Involvement, Relationships, Challenges, and Important Resources. Participants shared stories of high school high achievement, and their strong sense of self and confidence attributed to parental encouragement, self-motivation, and positive high school experiences. Additionally, for these students, engagement in campus organizations were significant resources contributing to their success and comfort at the institution. A notable finding was that although students were prepared academically from high school with a history of high achievement, they still struggled in college. Students had difficulty adjusting to a large campus, large class sizes, less professor interaction, and acknowledged that they needed to adjust their study habits. Unlike other studies focusing on African American students, attending a PWI was not mentioned as a significant factor in their experience and was not discussed in the context of their challenges. Finally, participants identified strong support networks, intrinsic motivation and self-identity as factors that contributed to their college persistence and success. Specifically, economic status and background, family support, self-confidence, and spirituality were their strongest sources of motivation. This study contributes to the understanding of how African American, female, FGC students experience a large predominantly White university from their perspective and their strongest sources of motivation. Recommendations for future research include looking at a broader population of students who were not as academically successful. Students of all academic levels have experiences worth being explored and need a platform to share their stories. It is also important to understand their motivation for persisting in college despite lower academic achievement.

Download or read book A Phenomenological Study Examining the Experience of First generation African American Female Students Attending a Community College written by Wendy Mason-Mathews and published by . This book was released on 2015 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the lived experience of first-generation African-American female students at Macomb Community College (MCC) in Warren, Michigan. The purpose of this research study was to explore the lived experiences of resilient and successful first-generation African-American female community college students. This qualitative study used a phenomenological approach, specifically a social constructionism perspective, and semi-structured interviews. Using an Appreciative Inquiry (AI) interview technique, the researcher selected students who met the inclusion criteria, which consisted of attending MCC community college for two or more semesters. Six themes emerged: (a) Family Support, (b) College Highlights, (c) Self-Reliance/Independence, (d) Self-Identification, (e) Adversity, (f) Overcoming Life Challenges. The insights and result of this study can be used by high school and postsecondary administrators, counselors, faculty members, and career coaches to re-examine current best practices, to redefine academic success, and to launch programs specifically designed for first-generation students based upon their specific needs and perspective.